Grade Level:

Teacher:

Learning
Area:

ENGLISH

Quarter:

THIRD (3)

GRADES 1 to 12
DAILY LESSON LOG

Teaching Dates
and Time:

MONDAY
I.

School:

Week 3

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

OBJECTIVES

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards:

The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information
strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals
for opinion-making, persuasion, and emphasis.

B. Performance Standards:

The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

C. Learning
Competencies/Objectives:
Write the LC Code for each

EN8LC-IIIc-7

EN8RC-IIIc-2.13

EN8V-IIIc-15.3

EN8OL-IIIc-5

Employ different listening

strategies suited to the
topic, purpose, and level of
difficulty of the listening text.

Differentiate facts from

opinion.

Explain the meaning of a

word through structural
analysis (prefixes, roots,
suffixes)

Observe the use of correct

stress, pitch, and juncture
when delivering a
persuasive speech

EN8LT-IIIc-2.2.1

EN8RC-IIIc-10

Express appreciation for

sensory images used

Share ideas using opinionmaking signals

EN8WC-IIIc-1.1.6
EN8VC-IIIc-18
Determine the issue and
strand presented in the
material viewed.

Expanding the content of an

outline using notes from
primary and secondary
sources.

EN8LT-IIIc-2.2:

EN8G-IIIc-3.6

Explain how the elements

specific to a genre
contribute to the theme of a
particular literary selection

Use of modals appropriately

EN8G-IIIc-11
Using of appropriate
documentation

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.

II. CONTENT

III. LEARNING RESOURCES

Arabia and Israel

Arabia and Israel

Arabia and Israel

Arabia and Israel

Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia

Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia: Facts and Opinion,
Informative and Persuasive
Writing

Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia: Ali Baba and the
Forty Thieves

Strength in Facing
Challenges of Modernity:
The Temperaments and
Psyche of the people of
Arabia: The Sound and
Tunes of Arab Poetry

Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there
is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teachers Guide Pages
2. Learners Materials
Pages

3. Textbook Pages

Module 3

Module 3

Module 3

Module 3

pp.91-104

pp. 104-108

pp.111-117

pp. 117-118

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources

Use English Worksheets

and Learn (UEWL) pp. 147148

Use English Worksheets

and Learn (UEWL) pp. 138

Page 1 of 5

MONDAY
IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting the
New Lesson

TUESDAY

WEDNESDAY

THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

What were the

temperaments of the
Burmese people have you
learned based on our
previous lesson?

Let us review our lesson

yesterday. How do you
evaluate the speakers point
of view? Was he able to
convince you? Explain your
answer.

Given on your module is an

excerpt of the very famous
One Thousand and One
Nights or better known as
The Arabian Nights

To understand more about

the literature of the Arab
people it is important to be
able to understand the
correct message it sends.

You are going to read its

prologue/introduction first
before you read the excerpt
Ali Baba and the Forty
Thieves.
B. Establishing a Purpose for
the Lesson

FRIDAY

Today, we are going to learn

about the Literature of

Proceed to Activity 3: Its

It is also important to learn

about Saudi Arabias

Today we are going to do

that by learning about the

Arabia and Israel, for us to

do that, we will also learn
about their people.

Write your goals and

objectives in the scroll
provided on your module.
Let this piece of writing be
your constant guide and
reminder so that you can
finish this module
successfully.

C. Presenting
Examples/Instances of the
Lesson

Lets begin by doing these

set of activities which will
help you identify and
explain the psyche and
temperaments of the Arabs
and the Israelis as revealed
in the literary pieces.

Clear to Me

Given on the module are

statements taken from the
speech of Abdur Raheem
McCarthy. Identify whether
the sentence expresses a
fact or an opinion.

Exercise further your skill in

identifying facts from
opinions. You need to
master this skill as you write
persuasive articles later.

literature to better
understand the
temperament and psyche of
its people.

correct stress, pitch and

juncture when delivering a
persuasive speech.

After reading the text,

answer Activity 6:
Frequency Word List:
Burger Match!

Proceed to Activity 4: The

Sound and Turns of Arab
Poetry

Read the samples of Arab

poetry. Observe the
harmony of sounds and
turns of phrasing, stanzaic
forms, brevity and theme.

Proceed to Activity 4:
Distinguishing Fact from
Opinion

D. Discussing New Concepts

and Practicing New Skills
#1

Proceed to Activity 1:
Anticipation-Reaction Guide
Agree/Disagree Chart

Discussion on differences of
facts and opinion and their
importance in writing
Informative and Persuasive
writing.

Discussion about synonyms

and antonyms.

Discussion about Arabic

poetry

Page 2 of 5

MONDAY
IV. PROCEDURES

E. Discussing New Concepts

and Practicing New Skills
#2

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Which of the statements did

you agree on? Can you
explain mentally your
reasons of affirming to
them? What experiences or
observations do you have
that make you decide on
those answers?

Discussion about
appropriate use of modals

F. Developing Mastery
(Leads to Formative
Assessment 3)

What are the psyche and

temperaments of the Arabs
as a people and of the
Israelis as a people? How
are these personality traits
and characteristics revealed
in their literary pieces? How
strong are these people as
they face the challenges of
modernity?

Answer Activity 5A Facts

and Opinions in Informative
Writing (Can you write five
fact statements about
wolves? If you were writing
an informative paragraph,
your fact statement would
be the topic sentence.) and,

Activity 5B Facts and

Opinions in Persuasive
Writing (Can you write three
opinion statements about
wolves? If you were writing
a persuasive paragraph,
your opinion statement
would be your thesis
statement.)

G. Finding Practical
Applications of Concepts
and Skills in Daily Living

Lets find out how others

would answer the question
and compare their ideas to
our own. As you compare,
you will also learn other
concepts which will help you
complete the required
project. This project is about
e-journal of poetry and
prose entries with emphasis

1. How important are

facts in informative
texts? Are opinions
necessary in this
type of writing?

Answer Activity 7: Plot

Diagram

Use the plot diagram given

on the module to chart the
plot of the drama selection
Ali Baba and the Forty
Thieves. In the spaces
provided, describe briefly
the exposition, conflict, to
include in the rising action,
the key events that build
toward the climax of the
selection.

The magic words Open,

Sesame and Close,
Sesame that seal the cave
of treasures has become a
popular expression
nowadays. How do modern
people use this expression
in their daily conversation?

Describe the harmonies of

sound and turns of
phrasing.

Do the poems express deep

philosophical beliefs or
thoughts? If yes, what are
these? If no, what then does
each poem express?

Proceed to Exercise 5 An
Informative Talk: The Saudi
Princess Fight for Womens
Rights

Jot down very important

detail in the interview. List
down difficult words that are
uttered by both Princess

on content and writing

styles.

Ameerah and CNN

newscaster Amanpour.

Page 3 of 5

MONDAY
V. PROCEDURES

H. Making Generalizations
and Abstractions about
the Lesson

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Proceed to Exercise 1:
Viewing Activity: Opening
Speech_ Islam Is The
Solution!

Take note of every

important detail in the video.
Make sure you are able to
identify the key points of the
speech.

What does a persuasive

text require of a writer? Why
is a blend of facts and
opinions necessary in this
text type?

As reflected in this story and

in the speech at the start of
this lesson, what are the
personality traits of Saudi
Arabs as a people?

Answer the graphic

organizer, Hear the Voice of
the Princess!

I.

Evaluating Learning

Activity 2: Post Viewing

Activity
Reflect your understanding
of the speech by completing
the activity sheet given on
the module.

Differentiate a fact from an

opinion. Answer the
additional worksheets
provided from the UEWL
resources.

How were Ali Baba and

Cassims lives different?
Which of these two in the
story that support your
choice of character.

Determine the persons

addressed by Saudi
Princess Ameerah when
she was interviewed at CNN
Program. Identify their
names/positions and
explain briefly the message
that the princess is relaying
to them.

Use appropriate
documentation

J.

Additional Activities for

Application or
Remediation

Answer the comprehension

questions given on the
module.

1. Who speaks on the

video? How
credible is he to talk
during the Peace
Conference?

To help you learn more

about the psyche of the
Saudi people, you have to
read Arab literature for it
reflects the personality of its
people and the
characteristics of its culture.

Answer Exercise 3: Reading

an Essay: A Peep of the
Arab Character

Read the text on Informative

Speaking on your modules.

VI. REMARKS

Page 4 of 5

VII.

REFLECTION

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else
needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Page 5 of 5